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Title
Abstract
Introduction
Conclusion: History in and of the ZPD
References
All Topics
Philosophy
Philosophy of Religion

How May Children's Development be Seen Historically?

Profile image of John ModellJohn Modell

2000, Childhood

https://doi.org/10.1177/0907568200007001007
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26 pages

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Abstract

The pioneering Soviet developmental psychologist Lev Vygotsky argued early in the century that children's development could be understood only in its relationship to history. But he and his followers have never quite accomplished this prescription. This article maintains that we can only understand development as history when we think simulateously about how changing contexts affect what children appropriate from them, and how children's appropriations modify the contexts that guide development. This formulation implies, and the article explores, certain qualities that historical accounts possess. V ygotsky's `zone of proximal development', it is maintainted, should be studied historically within an account of the working of formal organizations. The article concludes with an illustration of the proposed approach, focusing upon an episode in the recent history of schooling.

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Review of The Neo-Vygotskian Approach to Child Development
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Yuriy Karpov's recently published title, The Neo-Vygotskian Approach to Child Development, is an important contribution to the Vygotsky-based scholarly literature. It clarifies for Englishspeaking readers the theoretical ideas of contemporary Russian followers of Vygotsky (collectively known as activity theorists) and the role of those ideas in enhancing our understanding of major periods of child development and transitions between those periods. Karpov's central goal, as he states in his Introduction, is a grand one: To provide a satisfactory, all-encompassing theory of child development, "applicable to the current state of developmental psychology in the West" (pp. 1-2). Although readers are likely to disagree on whether Karpov achieves this goal, they can learn much from this volume about the central tenets of activity theory and about supportive Russian research.

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